directors has the right to sit down and say that it cannot be carried out. The law is upon the statute books, and as men sworn to the faithful performance of our duty, we must do whatever we can to enforce the law both in letter and spirit.

To help in carrying it out, a few blanks for the use of the secretary of the board and the teacher would be very convenient. First one, called the "Secretary's Official Report." On this, the secretary certifies to each teacher in the several districts of the township and borough, the names of all children whose age makes them subject to the provisions of the law. Second, The Teacher's Official Monthly Report," on which the teacher reports to the secretary the names of all children originally given to them by the secretary; and third, "The Secretary's Official Notice of Absence." This to be sent by the secretary to the parents or guardians, etc., notifying him or them of the absence of children in their

care.

Each of the notices should have printed thereon the section of the law relating to the duty of the secretary, the teacher and the parent. They are convenient and cheap, and while doing duty are teaching every one into whose hands they come what the law requires, and they should be supplied at the cost of the district.

A few words as to what ought to be done to make the law more efficient, and I have done. With the experience we have had, in what way should this act of assembly be amended so as to make it more effective? I can only suggest

First. Let it be amended so that where any child or children fail to attend upon the school because of the want of proper clothing, the board or the secretary of any board shall notify the overseers of the poor of the district, whose duty it shall be, upon such notice, to supply the clothing needed at the expense of the poor district.

Second. The age for attendance should be added to at both ends, and made to extend from seven to fourteen years, and when the

child or children are not actually employed in some lawful calling or engaged at legitimate work necessary for the support of the family, the age should be extended to sixteen years. There is no reason why a child seven years of age, in good physical and mental condition, especially in the villages, towns and cities, should not attend upon school; nor can any good reason be given why the compulsory age should stop at thirteen. The law very wisely prohibits children under certain ages from being employed in mine and factory: why not compel them to go to school?

Third. The term should be extended to cover the entire period for which the schools are open. Why the limit should be put at sixteen weeks I do not understand. Take a child under the present law in the condition contemplated by the act, twelve years

of age, with nothing to do, nothing much indeed that he or she can do, but go to school, why should his or her parents or guardian be compelled to send him or her to school only sixteen weeks, when the schools are open twenty-six or thirty-six or forty weeks? I am, therefore, strongly in favor of extending the term for compulsory attendance, to cover the entire period the schools are open, with all proper excuses for non-attendance on account of inclement weather, distance or bad roads, to children who live in the country. I am confirmed in this opinion from observations made in the district in which I have the honor to be a director. Daily do I see boys, not over 14 or 15 years of age, with nothing to do but stand around, and doing it with a vengeance, smoking, swearing and chewing tobacco in the shops and on the streets of the town in which I live. They should be at school, and if they do not go voluntarily, as it is clear they do not, they should be compelled to attend school.

Fourth. In order that the law may be thoroughly enforced, every district should be required to report to the Superintendent of Public Instruction what they have done to enforce the law, and if it shall appear that the board of directors in any district failed to enforce the law in all its provisions, such district to forfeit its right to any share of the State appropriation for the public schools.

The obtaining of the State appropriation is made to depend upon the teaching of physiology and hygiene with special reference to the effects of alcohol and narcotics on the human system. And all districts not keeping the schools open the minimum number of months required by the law, forfeit their right to the State appropriation. Apply the same rigid but reasonable rule to the compulsory attendance law, and I feel confident it will bring results far better than we now think or conceive.

F. W. Lockwood, Montgomery county, said his district was just outside Phila

delphia, and the law was working splendidly. There had been two families whose children did not attend; they were foreign people; he had visited them and explained in a friendly way the situation, was kindly received, and the children are now in regular attendance. Some children come to school who have not been returned by the assessor.

W. M. Heimach, Mifflin county, said they had no trouble with the assessor's list. In a few cases where the children had not suitable clothing, the charitable people of the neighborhood supplied that, and the children are regular in attendance, in fact, eager to come; in one case where they were kept out by a case of scarlatina, they came back just as soon

as they could get the required certificate. The law works well.

S. W. Wakefield, Fayette county: Ours is a mining district, but we have no trouble with that class of people-they are glad to have their children come. The only difficulty is with people who think their children too good to associate with those of the miners; one such man has given us more trouble than the other five hundred, by defying us to force his grandchild into school; the board has let him alone thus far, considering that is not the class the law was intended for; but it would be worth while to know whether we can make him send her.

The

J. J. Johnston, Greensburg, Westmoreland county: Three members of our board are newspaper men, and four are attorneys; and we were in good shape to carry out the law when we resolved to enforce it vigorously. We elected two attendance officers, but now have only one-a man who knows the town thoroughly. teachers place their reports in the hall of the school building, and the officer collects them daily and looks up the absentees. In December there were no truants, nor in January. We think we have succeeded admirably. The law has put 50 or 60 more children into the schools. We used the papers to make known the provisions of the law and the fact that it would be enforced. In some parts of the county little effort is made to enforce the law. The trouble is not with the foreign people; they are glad to have their children learn, and they are obedient pupils.

L. G. Heck, Lock Haven: We have 1500 children in the schools. The law works well, and meets with general favor. The janitors act as truant officers. I approve the amendments suggested in the paper of Mr. Fortney. Of course we understand that the law as passed was a compromise measure; it was a new thing, and had to feel its way; but it is doing goɔd.

Dr. D. W. Jeffries, Chester city: We have 3500 pupils in the schools. Upon reading the law and noting the imperfect reports of assessors, our board referred the question to our solicitor for instructions. He reported that as there was no penalty, we need not act; and 9 members against 7 voted to do nothing. We have many children not going to school who ought to do so; and I hope when our delegation go home we will be able to get

something done. The reports here are certainly very encouraging; but we are likely to have a circus when we go to enforcing the law, and some of our board think we will have costs to pay-there are magistrates who put costs on the party able to pay them.

Edw. Gibbons, Avoca, Luzerne county: I have here last month's report of West Pittston, in our mining region. There are 1050 children in the schools. Of the 400 coming within the law, only five are not in attendance, and these are accounted for. They are reported by the assessor to the secretary, by the secretary to the teachers, and the list verified by personal examination. We construed the 16 weeks to begin with the opening of term; but where children's work is needed by the family (the boys work at the breakers), we have not insisted on their coming at once. There is no disposition on the part of the parents to evade the law-they are glad to have their children attend.

M. H. Borland, Washington county: The county superintendent says the law is generally enforced, and is a great success. It has gathered in more pupils, and added to the efficiency of the schools. In our district there are but 4 or 5 children out; the secretary looks after them.

Peter Berry, Plummer, Venango county: Our board consider the compulsory law the main spoke in the wheel of educational progress. If it continues to fulfil its present promise, it will do yeoman service. It takes a class of people out of the mire and places them upon the rock; and they and the community are saved from future lawlessness. It will count on the citizenship of the next generation. With us it is the foreign people that need looking after-the Americans seldom need compulsion. I am willing to lengthen the age at both ends. It is far better to pay a little more tax to maintain the poor children than to have them earn a few cents now and grow up in ignorance to become a public burden later. It is cheaper and more honorable to the Commonwealth to discharge our debt to these children early than to support them in almshouses and penal institutions when they come there through our neglect.

Wm. Lauder, Bedford county: When the law went into operation the foreign element predominated in element predominated in our district. We had the law printed and copies distributed. When the schools opened we

B. M. Bunker, Altoona: Our city has 6300 pupils. The six directors decided to enforce the law, and have done so emphatically. To begin with, we had 500 more children in the schools than on the assessment roll. We started with 743 truancies in a month; the good work of the teachers reduced it to 150. An expresident of the board being unemployed was engaged at the maximum salary allowed by law; he went to work, and I have his report here. The talk about difficulties in enforcement is all bugaboo -when you go at it, the difficulties disappear. The greatest trouble with us Iwas that the assessors did not assessthey omitted so many, and got what names they had into queer shape. After the teachers had reduced the truancy list to 150, in another month the remainder had been brought down to 41, and some of these are properly detained at home. We think we are justified in saying that the law can and should be enforced. I would suggest these additional provisions to increase its efficiency: 1. That the school board have some supervision over the assessors for school purposes. That the names be got from the family Bible or from the mothers-fathers often don't know their children's ages. 3. The registration should be made in May. 4. The age should be raised to 15, if not 16. Boys at that age, and not employed, need perhaps more than any others to be in school. 5. Provision should be made for the utterly incorrigible-a small class, but very demoralizing to the others; these should be placed in penal or reformatory institutions, or in some way separated from the rest. With regard to the cost of enforcement of the law, our whole expense has been inside of $100, and since we have got down to work, it will not cost more than $20 a month. We have done it, and therefore I know the fact that it can be done in a city of our class, with 45,000 people. [Applause.]

2.

C. H. Caley, Montgomery county: The list for Upper Merion district was turned over to me, and I fixed up blank books for the teachers. At the end of the first month a number of absentees were re

were known to be sick. The excuse given was usually that they did not know there was such a law. We explained the situation, the children came to school, there is no more trouble, and the law has a good influence. Supt. Hoffecker thought ours would be one of the worst districts, we having many foreigners and large factories; but these foreign people do better than many who have been with us for years. The proposed extension of age to 15 is right-the boys at that age unemployed are worse out of school than younger ones.

T. H. Higgins, Chester city: I think it would be well to make the law more stringent, and we should use all practical means to get at what we want. Our Committee on Legislation should formulate our conclusions in the shape of a bill to be submitted to the Legislature. The suggestion of a penal or reformatory school for incorrigibles seems to be necessary; I think there should be truant schools established at suitable places. In one city there are 250 children of the legal age out of school, because we do not enforce the law.

C. D. Phipps, Franklin, Venango county: We printed the law, with the names of the officers, on one sheet, and circulated it among the people. We have had no trouble, and are moving on all right. When new families come in we pick up the children. The law is doing good.

On motion, the discussion of the question closed at this point, the time allotted to it having been considerably extended.

STATE UNIVERSITY.

It was announced that the University question would be presented at to-morrow's session by J. K. Wildman, of Bristol.

STATE TEXT BOOKS.

Wm. McGeorge, Jr., Cynwydd, Montgomery county, opened the discussion of the question, "Should the State control and publish school text-books?" as follows:

What does this question presuppose and involve? It may mean either that horrible monstrosity where the state edits, manufactures and supplies textbooks; or the less objectionable plan, where the state simply selects them. It is proposed to show that whichever form of the dilemma its advocates may take, they are thereby making one of the most deadly assaults possible upon the in

tegrity and efficiency of our school system. It would seem that in the light of experience, this question hardly admits of discussion; indeed, even without that help, it stands upon little better than absurdity. To prove this, let us ask a few other questions, which are quite as sensible and reasonable as the one directly before us:

Should the State control and manufacture plows, wagons, bicycles, furniture, clothing, boots and shoes? Why not, if "uniformity is so vital a matter in books? In the one matter of the bicycle, just imagine the reducing to uniformity of all the various styles, heavy and light, high and low gear, racing and safety, and all the improvements that come along every day. But this absurdity would be harmless-yes, good and virtuous -compared to the purposed injury to the schools. Uniformity is undesirable, even if it were possible.

Carry the question a little further, to show its character even more plainly, and bring it closer to the book business: Should the State control and publish all hymn-books, books of worship and liturgies? That would be so economical, you know-only one kind, instead of everybody having his own. To be sure, there might be a difficulty about what doctrines should be inculcatedwhether our Lord's divinity should be asserted or denied-whether we should teach predestination or universal salvation; but surely such little matters should not be allowed to stand in the way of "uniformity and economy."

Again, should the State control and publish all newspapers? Would not that be a great scheme for crooked officials to prevent criticism or investigation? And what a decided advantage, if there were any Lexow committees appointed, to be able to keep their discoveries from the public!

Should the State control and manufacture our cigars? And, but for the fact that School Directors, of course, would have nothing to do with drink, I might add, should the State control, manufacture and compound our drinks?

Coming directly to the question of textbooks, let us ask, shall they inculcate free trade or protection? Of course the Commission, or whatever the book makers are called, will represent the party in power, and nothing contrary to its ruling sentiment will be allowed to go into the books. It would be contrary to human nature for them not to fix them their own way. Do we want that? So with the histories-shall they call it "the lost cause," or "the war of the rebellion?" Shall they speak of Abraham Lincoln as a buffoon and a tyrant, or as a benefactor and a martyr? You never know which party will come into power, and if they take turns at making books, we might have both kinds! Each Commission would give us a set in which their own ideas were dominant.

The principle at stake is well brought out

in a fake story that I have picked up somewhere. A smart book agent interviews a Democratic school director, whose board have agreed to adopt a rival book. Failing to convince him, he finally asks "Are not you a Democrat?" "Certainly." "Well, do you know that this new book teaches Republicanism in so many words?" "I guess not." "Let's see here's the booknow listen, or look on while I read Congress shall guarantee to every State in the Union a Republican form of government.'" "Is that so? Well, that book will never go in while I can stop it." It's a little hard on directors, of course, but there's a point there worth noting.

These questions can all be boiled down into one, and it will take this shape-Do we believe in paternalism, or in a government of the people, by the people and for the people"?

It is amazing that this book question can be seriously proposed so near the beginning of the 20th century, even if there were no experience to draw upon. But what can it mean to day, in the face of the unanimous testimony of the school men of Vermont, and Maryland, and California, and Oregon, and Minnesota, and Indiana-everywhere that it has been tried-to the effect that the working of such laws in any form produces evil and only evil results.

What is it that it is proposed to accomplish? Uniformity and economy." We may well understand how a desire for uniform excellence and wise economy might have misled honest and well-meaning people once; but how is it possible now, in the light of experience? But let us look at it closer.

Do we want absolute uniformity? Is not the tendency to dull sameness one of the greatest cvils we have to contend with, and would not this absolute uniformity destroy all individuality of treatment? Let us look into the past for a parallel. Procrustes was the great high-priest of uniformity. He had made a bed, you remember, which every traveler who stopped with him was made to fit-if too long, enough was cut off; if too short, they were stretched to the proper length. The general consensus of opinion is that Procrustes was too crusty an old fellow to be copied; and it is worth noting that when Theseus killed him, his crimes were so black that neither earth, heaven nor hell would receive him. As Procustes was a robber, so it is hinted and alleged that this text-book scheme is a scheme of robbery, to provide fat berths for some new officials, and especially to favor some strong monopoly. No place should be found in earth, heaven or hell for a set of men who for their own selfish interest seek to introduce a scheme that will injure and destroy our beneficent school system.

How has "uniformity" worked where it has been tried? If human testimony is worth anything, the educators who have

watched the working of these books should know them. Hear what they say:

One superintendent in Minnesota says: "From an intellectual standpoint, a disadvantage." Another, "Our text-book system has retarded the true progress of the schools." Still another, "If every trial exhausts some tempting form of error, then truly the experience of this state should deter others from experimenting in the schoolbook business." And again: "I do not think state uniformity is desirable; the books are not uniform here, as the state books have been laid aside for something better." And so on, indefinitely.

Hon. B. G. Northrop, Secretary of Connecticut State Board of Education, says: "The lessons of experience are decisive upon this point. The states which have tried this sovereign remedy of enforced uniformity have found it worse than the disease. Wherever such a law has been fairly tried, it has soon been repealed."

State Supt. Henry Raab, of Illinois, says: It has been frequently tried in other states, and uniformly failed, whether the books have been manufactured, purchased, or selected by state authority.

Indiana and California tell the same story. Uniformity is not desirable, even were it possible. Every community should have the right to choose such text-books as are adapted to its needs. And the power to change text-books should also be carefully preserved and surrounded by every possible safeguard. Even the inert soil wants a change of manure and products.

Does the idea of economy or cheapness attract you? When were excellent schoolbooks ever so cheap as they are to-day? But on this question let us see what those who have tried it say of the plan :

In California, the state printer estimated that he could produce 500,000 text-books for $89,000. Before he had published 187,coo volumes, he had expended $357,000, and, like Oliver Twist, was asking for more.

In Indiana, a few years ago, a law was passed providing for the state publication of text books. After the lapse of some time, a partial list was made which extended only to the lower grades of pupils. The high school books, as before, were furnished by publishers. This list of books which were to be published according to law, was first published by a syndicate or school book company, as it was called, and after operating a year or two, the company sold out to the American Book Company, and the greater portion of the school book trade of the state of Indiana is now under the control of the last named company.

In Minnesota the verdict of superintendents and other experts reads thus: "The books are inferior in manner of presenting subjects and in general make-up.' "Nobody except the contractor and a few in his interest likes the books-and why should they?" "They are more expensive, be

46

cause they do not satisfy the requirements." "It discourages competition, it favors monopoly; the law was conceived in corruption, and passed in the interest of the jobber, who needed a contract and got it." "The state books are shams, in matter and make." There is no real saving to the people." "As to the cheapness of books, there has never been a time, since long before this law was contemplated, that superior books to those furnished by the contractor could not have been purchased at as good figures." And to close the list, here is what State Superintendent Burt thinks of it: "It is enough to say that the law for the past two years has made school books dear rather than cheap, and we can never realize any better result under the law. Its native depravity exceeds the original sin in the theology of Jonathan Edwards; depravity innate, inherent, inseparable, incapable of regeneration, and sure to work out waste ard loss, for which there can be no remedy while the law remains in force."

To sum up the whole question, this scheme of State Uniformity in text-books has been a failure wherever tried. It has not, could not, and would not reduce the cost. School books now are the cheapest books published. It would be absolutely impossible for the state to make books as well as those furnished by the publishers, and each community should be considered able and competent to choose its own textbooks. Remember, text-books grow, they are not and cannot be made to order, and therefore it is ridiculous to suppose the wisest committee could at once originate improved books. This idea of uniformity bars all progress. Text-books produced under such a system are so poor that they prevent mental development. They stimulate teachers to violate law and get around the pre scribed text-books, and even the most advisable and necessary changes cannot be made without the consent of the contractor.

In conclusion, have you considered what would be the effect of adopting any set of books, however good, on the children? Have you stopped to consider the cost to them, and the injury done to a whole generation in its education? If a set of books are adopted for a given number of years, would there, or could there be any improvement? If books must be bought of him, would the contractor spend money to improve them? Remember, that once this monster gets a hold on you-once let these books in-and they will be like the Old Man of the Sea; you will be unable to shake them off. the sake of the schools, for the sake of the children, let us unanimously protest against any and all such legislation.

For

The discussion was continued by I. A. Cleaver, of Berwyn, Chester county, as follows:

It was hoped that the discussion of this question would be opened by Senator Ken